Matching Items (3)
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- All Subjects: Woodcock-Johnson Tests of Cognitive Ability
- Creators: Caterino, Linda
Description
The structural validity of the WJ-III Cognitive was investigated using the GIA-Extended Battery test scores of 529, six-to-thirteen-year-old students referred for a psychoeducational evaluation. The results of an exploratory factor analysis revealed 11 of the 14 tests loaded on their expected factors. For the factors Gc, Gf, Gs, and Gv, both tests associated with the factor loaded highly; for Gsm, Glr, and Ga, only one test associated with each factor loaded highly. Obtained congruence coefficients supported the similarity between the factors Gs, Gf, Gc, Glr, and Gv for the current referred sample and the normative factor structure. Gsm and Ga were not found to be similar. The WJ-III Cognitive structure established in the normative sample was not fully replicated in this referred sample. The Schmid-Leiman orthogonalization procedure identified a higher-order factor structure with a second-order, general ability factor, g, which accounted for approximately 38.4% of common variance and 23.1% of total variance among the seven, first-order factors. However, g accounted for more variance in both associated tests for only the orthogonal first-order factor Gf. In contrast, the Gc and Gs factors accounted for more variance than the general factor for both of their respective tests. The Gsm, Glr, Ga, and Gv factors accounted for more variance than g for one of the two tests associated with each factor. The outcome indicates Gc, Gf, Gs, and Gv were supported and thus are likely factors that can be utilized in assessment while Gsm, Glr, and Gr were not supported by this study. Additionally, results indicate that interpretation of the WJ-III scores should not ignore the global ability factor.
ContributorsStrickland, Tracy Nicole (Author) / Watkins, Marley (Thesis advisor) / Caterino, Linda (Thesis advisor) / Green, Samuel (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study investigated the link between the cognitive clusters from the Woodcock–Johnson III Tests of Cognitive Ability (WJ III COG) and Broad Math, Math Calculation Skills, and Math Reasoning clusters of the Woodcock–Johnson III Tests of Achievement (WJ III ACH) using data collected over seven years by a large elementary school district in the Southwest. The students in this study were all diagnosed with math learning disabilities. Multiple regression analyses were used to predict performance on the Broad Math, Math Calculation Skills, and Math Reasoning clusters from the WJ III ACH. Fluid Reasoning (Gf), Comprehension–Knowledge (Gc), Short–Term Memory (Gsm), and Long–term Retrieval (Glr) demonstrated strong relations with Broad Math and moderate relations with Math Calculation Skills. Auditory Processing (Ga) and Processing Speed (Gs) demonstrated moderate relations with Broad Math and Math Calculation Skills. Visual–Spatial Thinking (Gv) and Processing Speed (Gs) demonstrated moderate to strong relations with the mathematics clusters. The results indicate that the specific cognitive abilities of students with math learning disabilities may differ from their peers.
ContributorsBacal, Emily (Author) / Caterino, Linda (Thesis advisor) / Stamm, Jill (Committee member) / Sullivan, Amanda (Committee member) / Arizona State University (Publisher)
Created2010
Description
This study was designed to introduce specific activities/lessons to students in an online university gender and communication course. It was also designed to determine how participants made meaning of and felt about learning about intersectionality of gender and cultural identities, using arts-based data collection. Previous research on the symbolic nature of language, ground-breaking work on intersectionality, and work on arts-based research were instrumental frameworks in guiding this study. Participants were asked to create poems in response to their readings of class materials and vignettes about cultural identity issues that were provided to them. The researcher was able to determine how individuals from disparate cultural backgrounds made meaning of what they read and then how they articulated their feelings relative to learning about intersectionality, their experiences with arts-based data collection, and their perceptions of their futures application of the lessons learned. The poetic expression about those experiences provides a valuable initial base for future research with regard to more narrowly focused studies of gender intersected with identities associated with socioeconomic status, age, ableism, religious affiliation, and other cultural identities.
ContributorsEdmonds, Leonard M. (Author) / Caterino, Linda (Thesis advisor) / Carlson, David L. (Committee member) / Sumner, Carol (Committee member) / Arizona State University (Publisher)
Created2017